Denominator: Least Common Denominator & Examples

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Jasmine Grover

Education Journalist | Study Abroad Lead

Denominator are an important part of fractions. Fractions are the numbers that constitute a part of the whole. When an object or collection of objects is divided into equal parts, then each individual part is fraction. A fraction is written as 1/3 or 5/7 or 8/25 etc. Further, fractions are divided into numerator or denominator where the denominator is the total number of equal parts into which the whole is divided. Also, denominator is the number that is placed below the horizontal line of a fraction. It is this bottom number which represents total number of equal parts. Whereas, the numerator is the number of equal parts that are taken out. As is, 3/8, where ‘3’ is the numerator and ‘8’ is the denominator. 

Key Takeaways: Denominator, Numerator, Common Denominator, least common denominator, Rationalise, Fraction, types of fractions


What is Denominator?

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Denominator can be explained as the number or integer that is placed below the horizontal line of fraction. The denominator is the divisor of the fraction. Also, a denominator can never be equal to zero, otherwise it will result in an indefinite value.

  • A denominator is the part of a fraction that comes below the bar of fraction.
  • The total number of parts that make up a whole shows the denominator.
  • A fraction on the other hand can be expressed as the horizontal line between the two numbers and sometimes represented as ‘/’ as in a/b. This bar is called as fractional bar.
  • The number above the fractional bar is called as numerator and one below the fractional bar is called denominator.
  • The term denominator is widely taken into account for the concept of ratio and proportion.
  • Mathematically, fractions show the division of two number consisting of two parts as numerator and denominator.

fraction

  • It is not mandatory that only numerical or integer values are expressed in the numerator or denominator form, even variables can be expressed in the same form such as, a/b, p/q, m/n and so on.

Read More: Multiplication and Division of Integers


Examples of denominator

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As discussed above the denominator is the bottom part of a fraction and here are few examples for it.

Fractions

Denominator

Numerator

4/3

3

4

12/6

6

12

1/9

9

1

m/2n

2n

m

l+b/24

24

l+b

p-q/6

6

p-q


Denominator V/S Numerator

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The differences between numerator and denominator are:

Denominator

Numerator

The denominator shows how many parts make up a portion or a whole.

The numerator shows the number of parts one selects out of the total number of equal parts.

In case of the fraction ½, the denominator is ‘2’ expressing the equal parts created at the beginning.

In case of the fraction ½, the numerator is ‘1’ expressing the equal parts selected.

Here two equal parts make up as a whole.

two parts


Common Denominator

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Common denominator can be termed as two or more fractions that have the similar value in the denominator. These are also known to be like and unlike fractions based solely on the similarity between the denominators. 

This can be easily explained while evaluating arithmetic operations such as addition or subtraction, if the fraction has common or same denominator, then it becomes easy to add or subtract them.

Further, the fractions can be divided and multiplied even if the denominators of the fractions are not similar or common.

  • Like fractions

Like fractions are those fractions with similar denominator.

\(\frac{2}{5}\)+ \(\frac{3}{5}\) = \(\frac{2+3}{5}\)\(\frac{5}{5}\) = 1.

\(\frac{28}{4}\)+ \(\frac{36}{4}\)= \(\frac{(28 + 36)}{4}\) = \(\frac{64}{4}\) = 16.

  • Unlike fractions:

Unlike fractions are those in which we have to convert the fractions first into equal denominator and then further simplify.

\(\frac{1}{2}\)+ \(\frac{1}{4}\) => take LCM of (2,4) = 4.

  • \(\frac{1*2}{2*2}\)+ \(\frac{1 * 1}{4 * 1}\) = \(\frac{2}{4}\)+ \(\frac{1}{4}\) = \(\frac{(2+1)}{4}\) = \(\frac{3}{4}\) .

Read More: Real Numbers


Least Common Denominator

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The least common denominator or LCD of two or more non-zero denominators is defined as the smallest whole number that is divisible by each of the denominators in the given fraction.

Let’s understand the least common denominator by an example with the following steps:

e.g.: subtract 4/3 – 5/2

Step 1) If the given fractions are unlike fractions, then we will find LCM of the denominators ‘2’ and ‘3’. Here LCM (2,3) = 6.

Step 2) Now multiply the first fraction 4/3 with ‘2’ both up and down and this will result in equivalent fraction 8/6. Consequently, multiply the second fraction 5/2 with ‘3’ both up and down and this will result in equivalent fraction 15/6.

Step 3) This step will convert both the fractions to like fractions, which is 8/6 and 15/6.

Step 4) Now the denominators are equal, we can subtract the numerators while denominator remains constant.

\(\frac{8}{6}\)\(\frac{15}{6}\) = \(\frac{(8-15)}{6}\) = \(\frac{-7}{6}\).

Also Read: Natural Numbers and Whole Numbers


Rationalising the Denominator

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To rationalise a denominator means moving the radical term which is square root or a cube root to the numerator, such that the denominator remains as a whole number. When denominator is rationalised, it becomes easy to find the sum or a difference of any fractions.

In much simple term, a fraction whose denominator is a surd can be simplified by making the denominator rational. This process is called a rationalisation of denominator.

If the denominator consists just one term as surd, the denominator can be rationalised by multiplying both numerator as well as denominator by that surd.

Let’s understand with example of rationalising the denominator, \(\frac{\sqrt{2}}{\sqrt{3}}\)

  • \(\frac{\sqrt{2} * \sqrt{3}}{\sqrt{3} * \sqrt{3}}\)\(\frac{\sqrt{6}}{(\sqrt{3})^2 }\)\(\frac{\sqrt{6}}{3 }\) . -------( √3 x √3) = 3.

Also Read: Natural Numbers and Whole Numbers


Things to Remember

  • A denominator must be an integer and it should never be zero because zero never makes up a whole number.
  • The term denominator is widely used in the concept of division, fractions, ratio and proportion, and so on.
  • Fact: The grip sizes of the tennis racquets are often in the mixed form of numbers. One size is \(3\frac{7}{8}\) inches and other is \(4\frac{3}{8}\) inches.
  • The word numerator is derived from Latin verb ‘enumerate’ and the word denominator is derived from same Latin word ‘nomen’ which means ‘name’.
  • The word denominator is also termed as ‘divisor’.
  • Surds are defined as the expression which includes square root, cube root or another root.
  • The term fraction was first coined by Flemish mathematician, military engineer, and Physicist ‘Simon Stevin’.

Sample Questions

Q1) Explain in brief. (3 marks)
a) what is denominator? 
b) can a value of denominator be ever zero? 
c) what is meant by a common denominator? 

Ans: a) Denominator: The denominator is defined as a bottom part of a fraction and is also called as divisor. It is expressed as a number of equal parts an item is divided into.

  1. b) The value of the denominator can never be zero as it would lead the fraction to indefinite value.
  2. c) Common denominator: when two or more fractional numbers have similar bottom value, then it is said as common denominator. We can add or subtract the fraction directly if they have common denominator.

For e.g.,

\(\frac{2}{5}\)+ \(\frac{3}{5}\) = \(\frac{2+3}{5}\)\(\frac{5}{5}\) = 1.

Q2) Ashwini and Aman have bookshelves of the same size partly filled with books. Ashwini’s shelf is 1/6th full and Aman’s shelf is 2/5th full. Whose bookshelf is filled more? By what fraction? (3 marks)

Ans: As 1/6th and 2/5th is unlike fractions so to compare them, we have to make the denominator common. Therefore, the LCM (5 ,6) = 30. Hence, the equal fractions with a common denominator are:

\(\frac{1 * 5}{6 *5}\) and \(\frac{2 * 6}{5 *6}\) or \(\frac{5}{30}\) and \(\frac{12}{30}\)

So, Ashwini’s shelf is \(\frac{5}{30}\) full and Aman’s shelf is \(\frac{12}{30}\) full. So, it can be easily deduced that Aman’s shelf is more occupied than Ashwini’s. 

The difference is given as: \(\frac{12}{30}\)\(\frac{5}{30}\)= \(\frac{12-5}{30}\)= \(\frac{7}{30}\).

Q3) What is fraction? Describe its type with brief. (3 marks)

Ans: Fractions are the number which are expressed as a part of whole. When an object or a group of objects is divided then each individual part is referred to as a fraction. Also, it bifurcates into numerator and denominator.

There are two types of fractions:

  • Proper fraction: a proper fraction is said when numerator is smaller as compared to denominator. They are mainly less than 1 and none lies beyond 1 on a number line. 
  1. Improper fraction: a proper fraction is said when numerator is large as compared to denominator. They are mainly greater than 1 and also lies beyond 1 on a number line.

Q4) Express the following mixed fraction as improper fractions:(3 marks)
\(2\frac{3}{5}\)\(7\frac{2}{9}\)\(4\frac{5}{2}\) ,  \(9\frac{1}{2}\),  \(3\frac{4}{5}\), \(1\frac{8}{5}\)

Ans:

answer

Q5) Compare \(\frac{4}{5}\) and \(\frac{5}{6}\). (3 marks)

Ans:

The fractions given are unlike fractions. Their denominators are different as well. So, let’s make their equivalent fractions,

solution

The common denominator is of the equivalent fraction is 30 that is 5x6. It is a common multiple for both 5 and 6. So, when we compare two improper or unlike fractions, we first calculate their equivalent fractions with a denominator which is common multiple of the denominators of the both fractions.

Q6) John takes \(3\frac{1}{5}\) minutes to walk across the school playground. Joy takes \(\frac{5}{4}\) minutes to do the same. Who takes more time and by what fraction? (3 marks)

Ans: 

Time taken by John = \(3\frac{1}{5}\)= \(\frac{16}{5}\) minutes

Time taken by Joy = \(\frac{5}{4}\) minutes

Now, comparing the fractions \(\frac{16}{5}\) and \(\frac{5}{4}\)

\(\frac{16* 4}{5 * 4}\)>\(\frac{5* 5}{5 * 4}\) = \(\frac{64}{20}\)> \(\frac{25}{20}\)

= \(\frac{16}{5}\)> \(\frac{5}{4}\)

Hence, John takes more time than Joy.

Difference = \(\frac{16}{5}\)- \(\frac{5}{4}\) = \(\frac{16* 4}{5 * 4}\) – \(\frac{5* 5}{5 * 4}\) = \(\frac{64}{20}\)–  \(\frac{25}{20}\)= \(\frac{39}{20}\) .

So, John takes more time than Joy by 3920 minutes.

Q7) Rita read 26 pages of a book containing 200 pages. Lata read 2/5th of the same book. Who read more? (2 marks)

Ans:

Total number of pages a book has = 200

Number of pages read by Rita = 26

Number of pages read by Lata = 2/5th of 200 = 80

So, Lata read more pages than Rita.

Q8) Rationalise: (3 marks)

\(\frac{4}{\sqrt{3}}\)
\(\frac{\sqrt{24}}{\sqrt{18}}\)
\(\frac{\sqrt{14}}{\sqrt{2}}\)

Ans:

solution

Related Topics:

CBSE X Related Questions

  • 1.
    The value of p for which roots of the quadratic equation $x^2 - px + 6 = 0$ are rational, is

      • $1$
      • $-5$
      • $25$
      • $\sqrt{5}$

    • 2.
      Two water taps together can fill a tank in $8\frac{8}{9}$ hours. The tap of larger diameter takes 4 hours less than the smaller one to fill the tank separately. Find the time in which each tap can separately fill the tank.


        • 3.
          Two dice are rolled together. The probability of getting an outcome $(x, y)$ where $x \gt y$, is

            • $\frac{5}{12}$
            • $\frac{5}{6}$
            • $1$
            • $0$

          • 4.
            Assertion (A) : The system of linear equations $3x - 5y + 7 = 0$ and $-6x + 10y + 14 = 0$ is inconsistent.
            Reason (R) : When two linear equations don't have unique solution, they always represent parallel lines.

              • Both Assertion (A) and Reason (R) are true and Reason (R) is the correct explanation of the Assertion (A).
              • Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of the Assertion (A).
              • Assertion (A) is true, but Reason (R) is false.
              • Assertion (A) is false, but Reason (R) is true.

            • 5.
              In the given figure, point D divides the side BC of $\Delta ABC$ in the ratio $1 : 2$. Find length AD.


                • 6.
                  Prove that $14 - 2\sqrt{3}$ is an irrational number, given that $\sqrt{3}$ is irrational.

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